In Michigan’s Hazel Park School District, every principal and teacher is “highly effective,” but student achievement earns an F in 10 of 16 categories, reports Michigan Capitol Confidential. Four elementary schools and the high school earned D’s and F’s. The junior high got the top grade, a C in reading.
The district’s proficiency numbers nosedived when Michigan raised cut scores on state exams. The district is 60 percent white, 36 percent black; 59 percent of students qualify for a subsidized lunch.
A state law in 2011 ordered schools to rate teachers and administrators by using one of four ratings: highly effective, effective, minimally effective and ineffective. Statewide, 97 percent of teachers were rated in the top two categories.
Michael Van Beek, education policy director at the Mackinac Center for Public Policy, said the district would hurt morale among truly highly effective teachers.
“It does a disservice to the teachers themselves if the district is not going to differentiate and define what good teaching is,” Van Beek said. “It doesn’t help anyone. Think how insulting it is for a good teacher in that district. They know they are putting in the extra time but are getting the exact same rating as one who may not be good at all. That’s not treating teachers as professionals.”
It’s possible for a highly effective teacher to be unable to raise students to proficiency, especially if they’re years behind at the start of the school year. But when everyone’s highly effective, except for the students, there may be a problem defining “highly effective.”